CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Has a foundational Examines concepts in Understands and explains Uses broad knowledge of
knowledge of subject subject matter and the relationship between inter-relationships of
matter, related academic academic language to essential subject matter concepts, academic
language, and academic identify connections concepts, academic content standards, and
3.1 Demonstrating
content standards. between academic language, and academic academic language in
knowledge of subject
content standards and content standards. ways that ensure clear
matter academic
instruction. connections and
content standards
relevance to students.
7/18/21
I believe myself to be a
life-long learner, and I am
always seeking to learn
more. Because of this, I
feel lucky to have the
opportunity to continue
pursuing higher
education. This has
allowed me to bring what
I know about my content
and education as a whole
into my classroom in
order to better my
teaching. 7/18/21
Uses extensive
knowledge of subject
matter concepts, current
issues, academic
language, and research to
make relevant
connections to standards
during instruction and
extend student learning.
12/9/21
5/2/22
I regularly partake in self-
reflection individually
and with my school
supervisor to ensure that
I remain knowledgable on
my subject matter. I also
recently completed UCLA
Extension's Single Subject
Methods for Teaching
Mathematics course to
gain more content
specific knowledge on
math. 12/9/21 5/2/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring
Has basic knowledge of Expands knowledge of
student stages of student development and
development while implements learning
becoming aware of activities in single lessons
differences in students’ or sequence of lessons
understanding of subject that addresses students’
matter. proficiencies and support
understanding of subject
Teaches subject-specific matter including related
3.2 Applying vocabulary following academic language.
knowledge of curriculum guidelines.
student development Provides explicit teaching
and proficiencies to of essential content
ensure student vocabulary and
understanding of associated academic
subject matter language in single lessons
or sequence of lessons.
Explains academic
language, formats, and
vocabulary to support
student access to subject
matter when confusions
are identified.
Applying Integrating
Adapts instruction in Integrates knowledge of
response to knowledge of range of students
student development and development into
proficiencies to meet instructional decisions to
students’ diverse learning ensure student
needs. Ensures understanding of the
understanding of subject subject matter including
matter including related related academic
academic language. language. 12/9/21
7/18/21
Provides explicit teaching
Provides explicit teaching of specific academic
of essential vocabulary, language, text structures,
idioms, key words with grammatical, and stylistic
multiple meanings, and language features to
academic language in ensure equitable access
ways that engage to subject matter
students in accessing understanding for the
subject matter text or range of student language
learning activities. levels and abilities.
7/18/21 12/9/21
With my EL learners, I try I was able to complete the
to pre-teach content IRIS Module Teaching
specific vocabulary and English Language
provide simplified Learners that provided
definitions. I also make me with resources and
sure to give directions in strategies to help teach
multiple ways (verbal, academic and content
written, etc.) and clarify specific vocabulary. I also
that my EL students engage in professional
understand the directions learning communities at
asked of them. 7/18/21 my school with other
faculty and staff. 12/9/21
Innovating
Utilizes comprehensive
knowledge of students to
guide all students to
develop proficiencies,
understand subject
matter including related
academic language.
Engages student at all
levels of vocabulary,
academic language, and
proficiencies in self-
directed goal setting,
monitoring, and
improvement. Guides all
students in using analysis
strategies that provides
equitable access and deep
understanding of subject
matter.
5/2/22
This past year, I was
asked to research and
write an informative
work on Supporting our
International Students,
many of whom are
English learners. The
article included strategies
that I implement in my
own classroom and
suggestions for other
teachers to use so that
our EL students receive
the support they need in
order to succeed. 5/2/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging Exploring Applying Integrating
Follows organization of Examines organization of Uses knowledge of Integrates knowledge of
curriculum as provided curriculum and considers curriculum and student curriculum and resources
by site and district to adjustments in single readiness to organize and to organize and adjust
support student lessons or sequence of adjust the curriculum to instruction within and
3.3 Organizing understanding of the lessons to support ensure student across subject matter to
curriculum to subject matter. understanding of subject understanding. extend student
facilitate student matter. understanding. 7/18/21
understanding of the 12/9/21
subject matter
Prior to the school year, I
look over the given
curriculum and meet with
other teachers to go over
pacing plan for the year.
My school also provides a
yearly fund so that we
can bring in additional
resources from other
education programs like
Teachers Pay Teachers.
7/18/21
My school regularly
publishes a curriculum
guide that I use to help
guide the school year. We
also attend training
sessions and professional
development conferences
focused on the
implementation of our
specific curriculum.
12/9/21
Innovating
Uses extensive
knowledge of curriculum
and related resources to
flexibly and effectively
organize and adjust
instruction.
Ensures student
comprehension and
facilitates student
articulation about what
they do and do not
understand. 5/2/22
As part of my school’s
recent accreditation
process, I have worked
alongside a team of
teachers to look at our
curriculum guides and
refine anything that
needs to be improved.
On an individual basis, I
try to use what I know
about each students’
background, unique
learning needs, and more
to ensure that my
students are able to
access the curriculum.
5/2/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses instructional Gathers and uses Selects and adapts a Integrates instructional Uses an extensive
strategies that are additional instructional variety of instructional strategies appropriate to repertoire of
provided in the strategies in single strategies to ensure subject matter to meet instructional strategies to
3.4 Utilizing curriculum. lessons or sequence of student understanding of students’ diverse develop enthusiasm,
instructional lessons to increase academic language learning, to ensure meta-cognitive abilities,
strategies that are student understanding of appropriate to subject student understanding of and support and
appropriate to the academic language matter and that academic language, and challenge the full range of
subject matter appropriate to subject addresses students’ guide student in student towards a deep
matter. 7/18/21 diverse learning needs. understanding knowledge of subject
12/9/21 connections within and matter.
5/2/22 across subject matter.
I try to incorporate I was able to complete the
various instructional IRIS Module Teaching
strategies dependent on English Language
content/subject matter, Learners that provided
knowledge/skills needed, me with resources and
and each student’s unique strategies to help teach
learning needs. These academic and content
instructional strategies specific vocabulary.
may come from 12/9/21 5/2/22
colleagues, professional
development sessions,
and/or courses I may be
enrolled in. 8/17/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Uses available Explores additional Selects, adapts, and
instructional materials, instructional materials, utilizes appropriate
resources, and resources, and instructional materials,
technologies for specific technologies to make resources, and
3.5 Using and lessons to make subject subject matter accessible technologies for concept
adapting resources, matter accessible to to students. and skill development in
technologies, and students. subject matter. Resources
standards-aligned Explores how to make reflect the diversity of the
instructional Identifies technological technological resources classroom and support
materials including resource needs. available to all students. differentiated learning of
adopted materials, to subject matter. 7/18/21
make subject matter
accessible to all Guides students to use
students available print, electronic,
and online subject matter
resources based on
individual needs.
7/18/21
My school just hired an
Educational Technology
Specialist to help teachers
effectively incorporate
technology into our
classrooms. All students
3rd grade and above are
assigned laptops. These
laptops allow students to
use various online tools.
Ex: students can choose
to use an audiobook for
assignments using their
laptops. 7/18/21
Integrates a wide range of Engages students in
adapted resources, identifying and adapting
technologies, and resources, technologies,
instructional materials to and standards-aligned
meet identified student instructional materials to
needs and make subject extend student
matter accessible to understanding and
students. critical thinking about
subject matter.
Assists student with
equitable access to Ensures that student are
materials, resources, and able to obtain equitable
technologies. Seeks access to a wide range of
outside resources and technologies through
support. 12/9/21 ongoing links to outside
5/2/22 resources and support.
As part of my master's
program, I compiled a list
of 10 Technology Tools
and rated them using the
PICRAT Matrix. I often
return to this list and/or
the reference matrix to
evaluate the technology
and materials that I use in
my classroom to ensure
they are most effective.
12/9/21
5/2/22
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Is aware of students’ Seeks additional information Identifies language Integrates knowledge of Engages English learners in
primary language and describing elements of proficiencies and English English language assessment of their progress
English language culture and language learner strengths in the development, English in English language
proficiencies based on proficiencies in listening, study of language and learners’ strengths and development and in meeting
available assessment data. speaking, reading, and content. Differentiates assessed needs into English content standards. Supports
writing. Uses multiple instruction using one or language and content students to establish and
measures for assessing more components of English instruction 7/18/21. monitor language and
3.6 Addressing the English learners’ language development to content goals. 12/9/21
needs of English performance to identify gaps support English learners.
learners and student in English language
with special needs to Provides adapted materials development. Creates and implements Develops and adapts Is resourceful and flexible in
provide equitable to help English learners scaffolds to support instruction to provide a wide the design, adjustment, and
access to the content access content. Attempts to scaffold content standards-based instruction range of scaffolded support elimination of scaffolds
using visuals, models, and using literacy strategies, for language and content for based on English learners’
graphic organizers. SDAIE, and content level the range of English proficiencies, knowledge,
English language learners. 7/18/21 and skills in the content.
development in order for 12/9/21
students to improve 5/2/22
language proficiencies and
understand content.
Because of my graduate This past year, I was
degree in Special asked to research and
Education, I feel like write an informative
addressing the needs of work on Supporting our
exceptional learners is International Students,
one of my strengths. As many of whom are
RISE teacher/case English learners. The
manager, I work article included strategies
alongside administration, that I implement in my
teachers, and families to own classroom and
guarantee that all suggestions for other
students are receiving the teachers to use so that
support they need. our EL students receive
Another part of my job the support they need in
involves managing the order to succeed.
referral process at my 12/9/21
school for any struggling 5/2/22
students. 7/18/21
CSTP 3: Understanding and Organizing Subject Matter for Student Learning
Element Emerging
Has an awareness of the full
range of students identified
with special needs through
data provided by the school.
Attends required meeting
with resource personnel and
3.6 Addressing the families.
needs of English
learners and student
with special needs to
provide equitable
access to the content
Learns about referral
processes for students with
special needs.
Exploring
Seeks additional information
on the full range of students
identified with special needs
to address challenges or
supports in single lessons or
sequence of lessons.
Cooperates with resource
personnel, para-educators,
and families during
meetings and activities in
support of learning plans
and goals.
Seeks additional information
on struggling learners and
advanced learners to
determine appropriateness
for referral.
Applying
Utilizes information on the
full range of students
identified with special needs
to assess strengths and
competencies to provide
appropriate challenge and
accommodations in
instruction.
Communicates regularly
with resource personnel,
para-educators, and families
to ensure that student
services are provided and
progress is made in
accessing appropriate
content.
Refers students as needed in
a timely and appropriate
manner supported with
documented data over time,
including interventions tried
previous to referral.
Integrating
Integrates accommodations,
adaptations, and extensions
to instruction for the full
range of students with
special needs to ensure
adequate support and
challenge. 7/18/21
Communicates and
collaborates with colleagues,
support staff, and families to
ensure consistent
instruction. Supports
families in positive
engagement with school.
7/18/21
Initiates and monitors
referral processes and
follow-up meeting to ensure
that students receive
support and/or extended
learning that is integrated
into the core curriculum.
7/18/21
Because of my graduate
degree in Special
Education, I feel like
addressing the needs of
exceptional learners is
one of my strengths. As
RISE teacher/case
manager, I work
alongside administration,
teachers, and families to
guarantee that all
students are receiving the
support they need.
Another part of my job
involves managing the
referral process at my
school for any struggling
students. 7/18/21
Innovating
Guides and support the full
range of student with special
needs to actively engage in
the assessment and monitor
their own strengths,
learning needs, and
achievement in accessing
content.
Communicates and
collaborates with resource
personnel, para-educators,
families, leadership, and
students in creating a
coordinated program to
optimize success of the full
range of students with
special needs.
Takes leadership at the
site/district and collaborates
with resource personnel to
ensure the smooth and
effective implementations of
referral processes. 12/9/21
5/2/22
This past year, I was
asked to research and
write an informative
work on Supporting our
International Students,
many of whom are
English learners. The
article included strategies
that I implement in my
own classroom and
suggestions for other
teachers to use so that
our EL students receive
the support they need in
order to succeed.
12/9/21
This semester’s Teacher
CSTP 3: Understanding and Organizing Subject Matter for Student Learning

Element Emerging Exploring Applying Integrating Innovating

Leadership Project has
allowed me to better
address this element as I
develop a proposed MTSS
to help ensure students
are supported
academically through
systematic support.
5/2/22